Needs-based novel digital curriculum for the neuromodulation training deficit: Pain Rounds

Needs-based novel digital curriculum for the neuromodulation training deficit: Pain Rounds

This study reports the needs-based development, effectiveness and feasibility of a novel, comprehensive spinal cord stimulation (SCS) digital curriculum designed for pain medicine trainees. The curriculum aims to address the documented systematic variability in SCS education and empower physicians w...

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Bibliographic Details
Published in:Regional anesthesia and pain medicine Vol. 48; no. 8; pp. 414 - 419
Main Authors: Durbhakula, Shravani, Toy, Serkan, Acosta, Carlos A, Barman, Ross A, Kelner, Andrew F, Issa, Mohammad A, Broachwala, Mustafa Y, Marascalchi, Bryan J, Navalgund, Yeshvant A, Pak, Daniel J, Petersen, Erika A, Mehta, Neel D, Moeschler, Susan M, Kohan, Lynn R
Format: Journal Article
Language:English
Published: England BMJ Publishing Group Ltd 01-08-2023
BMJ Publishing Group LTD
BMJ Publishing Group
Subjects:
Accreditation
Cadavers
Chronic pain
Curricula
Curriculum
Decision making
Education
Feedback
Focus groups
Humans
Knowledge
Pain
Pain Management
Physicians
Regional anesthesia
Spinal cord
Spinal Cord Stimulation
Treatment Outcome
United States > US
chronic pain
pain management
spinal cord stimulation
education
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Summary:This study reports the needs-based development, effectiveness and feasibility of a novel, comprehensive spinal cord stimulation (SCS) digital curriculum designed for pain medicine trainees. The curriculum aims to address the documented systematic variability in SCS education and empower physicians with SCS expertise, which has been linked to utilization patterns and patient outcomes. Following a needs assessment, the authors developed a three-part SCS e-learning video curriculum with baseline and postcourse knowledge tests. Best practices were used for educational video production and test-question development. The study period was from 1 February 2020 to 31 December 2020. A total of 202 US-based pain fellows across two cohorts (early-fellowship and late-fellowship) completed the baseline knowledge assessment, while 122, 96 and 88 participants completed all available post-tests for Part I (Fundamentals), Part II (Cadaver Lab) and Part III (Decision Making, The Literature and Critical Applications), respectively. Both cohorts significantly increased knowledge scores from baseline to immediate post-test in all curriculum parts (p<0.001). The early-fellowship cohort experienced a higher rate of knowledge gain for Parts I and II (p=0.045 and p=0.027, respectively). On average, participants viewed 6.4 out of 9.6 hours (67%) of video content. Self-reported prior SCS experience had low to moderate positive correlations with Part I and Part III pretest scores (r=0.25, p=0.006; r=0.37, p<0.001, respectively). Initial evidence suggests that Pain Rounds provides an innovative and effective solution to the SCS curriculum deficit. A future controlled study should examine this digital curriculum’s long-term impact on SCS practice and treatment outcomes.
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SD and ST are joint first authors.
ISSN:1098-7339
1532-8651
DOI:10.1136/rapm-2023-104480